Sustainable Corporate Development Assignment Example | Topics and Well Written Essays - 1250 words

Sustainable Corporate Development - Assignment Example It is the basic goal of every business to grow in the respective industry. This many also involve launching new products and services for the consumers. The company must not only focus on growth but profitable growth. Without profits the growth of the business becomes unsustainable. The profitability of most of the organizations is based on two important factors i.e. cutting cost and growth (Anon., 2013). Quality of working life is based on the job related experience of the employees. The needs that should be addressed by the employees to achieve high quality of work life include skill variety, task identity, autonomy, task significance and feedback. Other aspects that should also be addressed include individual power, fairness and equity, participation of employees in the management of the firm, self –development and extra work activities. Business ethics are the moral principles which underpin the behavior of the firms. Moral principles are concerned with what is right and wrong for the business. The ethical business is considered to be the one which is based on the set of moral principles. Being ethical means that a business complies with the laws and regulations and make choices about what it is allowed to do and what it is not allowed to do. An organization sets ethical objectives of the firm by applying ethical values to the actions and targets of the firm (Anon., 2014). The concept of business continuity is based on the fact that a company continues to operate in the business even in the adverse environmental conditions such as in case of natural disaster, fire, etc. The continuity plan of the business may include moving the operations of the business to another location if any kind of disaster occurs on the worksite. Learning organization is considered to be an organization that facilitates learning and transforms itself according to the changing trends of the environment. Learning organizations emerge as a result of the pressure faced by modern

Develop Assignment Research Paper Example | Topics and Well Written Essays - 750 words

Develop Assignment - Research Paper Example Prospecting – it was seen that the major problem of the new advisors was lack of prospects to do presentation and it was seen that they need to be trained on this area to make them more productive agents This training program shall be an interactive so as to ensure participation of all and to meet the needs of as many as possible. In all sessions there will be a feedback and question and answer session. Also the more experienced sales managers will also be incorporated into the session to give real life practical situations. Mock reality sessions will also be used to help the participated to appreciate the trainings. This training program is mainly for financial advisor, sales managers and sales business support officers as these are the individuals that the interact with the company’s clients and drive the sales turnover the company and in turn affect the profitability of the company Assessment will include two papers on the last day one written and verbal presentation including mock presentations to evaluate to the extent to which the advisors achieve the expected learning outcomes. Immediate feedback and evaluation shall be given for further continuing

Task-Centred Practice and Cognitive-Behavioural Therapy

Task-Centred Practice and Cognitive-Behavioural Therapy Social Work Approaches The social work profession promotes, encourages and elicits social change in those they work with and society. This essay will examine two approaches used to support change in social work today, Task-Centred Practice and Cognitive-Behavioural Therapy, and compare and contrast these two. The essay will achieve this by applying these two interventions to Case Study Two, analysing the advantages and limitations of each method. Finally the essay will discuss any anti-discriminatory issues raised in the application of the discussed social work approaches. Cognitive-Behavioural Therapy (hereon CBT) is a psychological approach based on a combination of theories of learning: social learning, operant and classical conditioning (Teater, 2010 p.141). The approach is a composite of behavioural and cognitive therapies, involving assessing and changing behaviours, thoughts and feelings together. CBT suggests that service user problems or difficulties are a result of thoughts, feeling and behaviours being unescapably linked, therefore how a service user views themselves or situations affects their behaviour and emotions (Vonk and Early, 2009). However, CBT only focuses on presenting problems and their current causes. The goal of CBT is to change service users’ existing faulty or negative thoughts feelings or behaviours and replace them with more socially acceptable and positive thoughts, feelings and behaviours that decrease the problem. The use of CBT derives from criticisms of Psychodynamic theory for not being evidence-based and not b eing effective in creating change (Howe, 2009). However CBT is not the only evidence-based approach. Similar to CBT, Task-Centred Practice (hereon TCP) is based on strong research evidence; studies by Reid and Shyne, Reid and Epstein and Reid demonstrated planned short-term treatment using task-centred model was effective (Payne, 2005 p.99). In contrast to all other approaches TCP was developed within social work for social work practice, and is commonly used in social work today. TCP is focused on problem-solving; a versatile approach, TCP is used in a wide range of problems (Stepney and Ford 2012 p.102) including interpersonal conflict, dissatisfaction with social relations, problems in social transition, financial problems and behavioural difficulties (Ford, 1978 as cited in Stepney and Ford 2012 p.103). Doel (1991 as cited in Teater, 2010) states that TCP uses key values related to social work, for example partnership and empowerment: clients are seen as the experts in their problems; the approach builds on service users’ strengths rather than weaknesses; and finally that the Social Worker is providing help rather than treatment. TCP’s assumption of client as expert is another point of contrast to CBT. However CBT has its own assumptions. CBT holds three basic assumptions: firstly, an individual’s cognitions mediate emotions and behaviours (Trowel et al, 1988; Vonk and Early, 2009 as cited in Teater, 2010 p.146); secondly, faulty or distorted cognitions lead to psychological distress and dysfunction (trowel et al, 1988 as cited in Teater); finally, diminishing or alleviating psychological distress and dysfunction requires modification and change to the faulty or distorted cognitions and behaviours (Trowel et al, 1988; Vonk and Early, 2009 as cited in Teater, 2010 p.146). CBT takes these assumptions and creates a structured approach to working with service users. Coulshed and Orme (2006 p.181-182) describe the CBT approach in eight clear stages; engagement, problem focus, problem assessment, teaching cognitive principles, dispute and challenge assumptions, encourage the client’s self-disputing, set behavioural homework and finally, ending. This extremely structured approach is another point of comparison with TCP. TCP, similar to CBT, is built around a clear model, and progresses through set stages. Firstly, ‘identifying the problem’; TCP is a collaborative approach which works to tackle problems the service users acknowledge and understand (Doel, 1991 as cited in Teater, 2010 p.178). In addition the service user must express a wish to work on the problem alone or with the help of worker (Reid and Epstein as cited in Teater, 2010 p.179) Next, ‘exploring the problem’ in detail, selecting the problem that is causing the client most distress. From the problem ‘define a goal’ which diminishes or removes the problem, ‘establish tasks’ for the worker and service user towards reaching the goal, and finally ‘evaluate’ if the goal has been met and if the problem is removed (Reid and Epstein, 1972 as cited in Teater, 2010). The essay will now examine how these approaches could be applied to Case Study Two. Case Study Two presents many key issues. The service user, Neil, is facing many difficulties at one time, which include problems with family, aggressive behaviour which has resulted in his homelessness, and lack of money, food, bedding, and household items. In addition he is also worried about moving GP. Many of Neil’s problems could be tackled using either CBT or TCP; selective eclecticism allows social workers to choose which approach would best suit each problem. The problems of homelessness, money and the want of a job are better suited to TCP; they are problems of living that may also include some social factors which CBT would not account for. The problem of behaviour where Neil is swearing in the family and the anxiety toward the change of GP would be best suited for CBT intervention, as this is proven to help with problems of behaviour and anxiety (Sheldon, 2011). In Neil’s case, the first stages of TCP, identifying problems, exploring problem and setting goals, would need to be applied in the early meetings between Neil and the social worker. The collaborative period needs careful discussions and mutual agreement on problems and goals. A possible outcome may be tackling the problems such as homelessness, lack of money, food and unemployment in order; however, other factors may make this unrealistic. The ‘SMART’ method for goal setting is commonly applied, stating goals must be: specific, measurable, achievable, realistic and timely (Marsh and Doel, 2005 p.36). The assessment phase of CBT mirrors this early approach of TCP. During CBT’s assessment phase the service user and worker examine the links in thoughts, feelings and behaviours using the ‘A-B-C model’, as well as measuring intensity, duration and frequency of the problem (Teater, 2010 p.145). After assessment both approaches then move to intervent ion phases. TCP uses tasks as an intervention. The task should be planned carefully, asking: what is the task, the reason for the task, and what the person needs to be able to achieve the task. These stages can be simplified to what, why and how (Marsh and Doel, 2005 p.55). The tasks are performed by either the service user, the social worker or by both parties in session. In contrast, a CBT intervention is classified into distinct categories of intervention including cognitive restructuring, relaxation techniques, social skill training, assertion training, problem-solving skills, aversion therapy, systematic desensitisation, reinforcement and modelling (Teater, 2010 p.149-150). The actual intervention that is selected is dependent on the problem faced. In the case of Neil, cognitive restructuring may be suitable to approach the anxiety and his false belief that his doctor is the only one who can understand him. This is done by challenging the assumption, reinforcing self-challenging and homewor k. Next both approaches move on to the ending phase. The ending or evaluation phase is critically important in both CBT and TCP. Both approaches use close evaluation of the goals and progress made in the intervention; this evidence-based practice is seen as a great benefit of both these approaches. CBT uses data collected in the assessment phase as a tool for evaluating the outcome of the intervention. This is done by comparing intensity, duration and frequency of thoughts or behaviours before the intervention and after, giving a measure of success or failure in the intervention (Sheldon, 2011). TCP uses a similar process of evaluation: firstly regular assessment of the outcome of the tasks set measures change in capability; secondly, TCP monitors whether the service user’s goals have been met or the problem solved. This measurability of evidence-based approaches finds them favoured by funders and managers in social work (Payne, 2005 p.101). These are not the only benefits of these approaches. TCP has many other qualities that result in it being commonly used: it is generic, can be used in many settings and with many different clients groups (Teater, 2010 p.189). TCP can be used easily in combination with many other approaches, such as motivational interviewing to help someone who may be unsure about change (Teater, 2010 p.189). Both CBT and TCP are highly structured and easy to use (Payne, 2005). Furthermore both interventions are brief and time-limited while remaining effective (Stepney and Ford, 2012). However these approaches have some limitations. TCP requires that service users can make connections between problems, tasks and goals; this is not possible with all service users, as some may be unwilling or experience difficulty in making connections (Marsh and Doel, 2005). CBT also faces similar difficulty with service user commitment the approach relies on equal involvement from the social worker and the service user in changing faulty learning process or behaviours (Teater, 2010 p.155). In addition, Payne (2005) suggests another weakness in TCP is its failure to tackle the long-term individual or social problems. This is especially pertinent in Neil’s case, in which he and his family have had previous social service interventions. Another criticism of CBT is that it only focuses on the individual: oppression, discrimination, racism and poverty are not addressed in the approach (Teater, 2010 p.155). Furthermore, by not accounting for oppression and discrimination, TCP and CBT may inadvertently exacerbate both. Thompson (2012) defines anti-discriminatory practice as an approach to social work practice which seeks to eliminate discrimination and oppression, and argues it is fundamental to social work. However, a social work intervention often places power and influence in the hands of social work, and there is scope for discrimination and oppression in social work practice, whether intended or unintended. CBT focuses on changing behaviour from inappropriate to appropriate. What is ‘appropriate’ behaviour is culturally relative and a misinformed social worker may attempt to change acceptable behaviour thus creating oppression. However, cultural sensitivity must be balanced with ability to challenge behaviour that causes discrimination in itself (Tanaka-Matsumi et al., 2005 as cited in Teater, 2010 p.156). Marsh and Doel (2005 as cited in Teater, 2010 p.191) suggests that TCP is allied with empowerment-based approaches and anti-oppressive practice as TCP takes account of power and oppression in a wider social context. The approach emphasises partnership and transparency, highlighting any power imbalance should be made explicit from the beginning of the intervention (Teater, 2010 p.191). Doel and March (2005) further argue that the client should be informed and as involved as possible. However, TCP relies on the service user accepting that there is a problem; this point may become a point of oppression whereby the social worker may force their perspective of the problem upon the service user, particularly in mandated work (Doel, 2002 as cited in Teater, 2010). However, good practice in TCP sees the service user as the expert in their problem and the social worker as helper, rather than prescriber of a course of action (Teater, 2010 p.191). In conclusion, supporting and eliciting change is a difficult job for social work. Numerous factors play a part in a service user problem or want. No one approach will consider all the factors all the time, therefore being eclectic in choosing an intervention is a key social work skill. As shown, both TCP and CBT are very practical approaches: each has a clear structure, a strong evidence-base and uses evaluation to show the efficacy of an intervention. However each approach has weaknesses: TCP fails to address long-standing problems and asks service user to have good insight into their problems. CBT does not account for oppression, discrimination, racism and poverty, instead focusing on the individual. Like all interventions in service users’ lives, both CBT and TCP can be oppressive and discriminatory used casually or incorrectly. However, handled with care, collaboration and transparency, both TCP and CBT can be used to support service users to empower themselves into makin g the changes they want to make. Reference List Adams, R, Dominelli, L and Payne, M. (2009) Critical practice in social work, 2nd edition, London: Palgrave. Coulshed, V and Orme, J. (2012) Social Work Practice, 5th Edition, Basingstoke: Palgrave Macmillan. Marsh, P and Doel, M. (2005) the Task-Centred Book, Abingdon: Routledge. Howe, D. (2009) a Brief Introduction to Social Work Theory, Basingstoke: Palgrave Macmillan. Payne, M. (2005) Modern Social Work Theory, 3rd Edition, Basingstoke: Palgrave Macmillan. Teater, B. (2010) Applying Social Work theories and methods, Berkshire: Open University Press. Thomson, N. (2012) Anti-discriminatory practice, 5th edition, Basingstoke: Palgrave Macmillan. Sheldon, B. (2011) Cognitive-Behavioural Therapy, 2nd edition, Abingdon: Routledge. Stepney, P and Ford, D. (2012) Social Work Models, Methods and Theories, 2nd Edition, Dorset: Russell House Publishing Ltd. Vonk, M, E Early, T, J. (2009) Cognitive-Behavioural Therapy, New York: Oxford.

The No Child Left Behind Act and Educational Technology Essay -- essay

The No Child Left Behind Act and Educational Technology Overview of Act: What it entails The No Child Left Behind (NCLB) Act has become a large, nationwide issue, since President George Bush signed it into law on January 8, 2002, giving the schools the responsibility to keep every student’s academic achievement at a passing level. (Florida Department of Education; 2003; pg. 1) Each state had twelve years to have all students proficient in reading and math, which gave each state less than a year to create a plan. (Kim & Sunderman; 2004; pg. 19) Title I, which is included in this act, began in 1965 when the Elementary and Secondary Education Act was passed, which gave federal funds to help academically struggling students. (North Carolina Department of Education; 2004; pg. 1) The main purpose of the No Child Left Behind Act is to use state achievement tests to be sure that all children have an equal opportunity to be exposed to high-level education. A standard called Adequate Yearly Progress (AYP) was created to measure how each school district is attempting ens ure equal opportunities for all of their students. This standard is measured by race, english proficiency, socioeconomic status, and disability. (Florida Department of Education; 2003; pg.1) Overview of Act: Requirements According The No Child Left Behind Act, ninety-five percent of students in each school district must participate in the yearly state assessment program to make AYP. Each state may set annual goals which the school districts must strive for and must demonstrate one percent improvement each year. Each high school must also show a one percent increase in the number of graduates each year. In the state of Florida, each school district must ha... ...rom http://www.newsday.com/news/local/wire/ny-bc-ct--nochild0419apr19,0,7954181.story Discusses Utah's new state law that will be followed rather than the No Child Left Behind Act. Loh, Laura. (2005, April 13). For poorest pupils, access to tutoring. Baltimore Sun. Loh, Laura. (2005, April 19). U.S. education secretary continues campaign for ‘No Child’ changes. Baltimore Sun. http://www.baltimoresun.com/news/education/bal-md.spellings19apr19,1,198082.story Spellings speech given in Baltimore about the No Child Left Behind Act. McCarthy, Sheryl. (2005, March 28). Don’t stop now it testing teachers. Newsday. http://www.newsday.com/news/opinion/ny-opmcc284193734mar28,0,1426782.column Discussion of teachers certification testing. The Associated Press. (2005, April 20). Details of No Child Left Behind Lawsuit. Baltimore Sun.

Child of Divorce Essay

Divorce is becoming a norm in the society nowadays. This refers to the complete termination of marriage between the couple who demands for it. Through the dissolution of the bonds of matrimony, both parties are allowed to marry again (Gallagher, 1996). However, opposing views are prevailing regarding divorce. For those who are in favor of it, divorce can be regarded as the only legitimate remedy when happiness and affection are no longer provided in the marriage (Scanzoni 1965). For those who are against it, divorce causes psychological problems and damage to social cohesion (Diefenbach, 2007). Divorce is not just the story of the couple parting ways but it is more of a story of the children who are products of a divorced marriage. â€Å"Human children need parents longer than any other species and are totally dependent on parents for food, shelter, and protection for the first several years of life. This dependency spawns a fear of abandonment. In divorce, one of the parents leaves. When one parent leaves, the children feel rejected. The loss children feel at divorce is similar to that experienced when a parent dies. Divorce might actually be harder on children because it lacks the concrete cause and finality of death (Bryner, 2001). † This causes most of the children of divorce to be more aggressive, impulsive and develop antisocial behavior compared to children from intact families (Hetherington, 1999). Others also exhibit lower academic performance (Kelly, 1998). However, some children manage to develop without these deleterious effects of divorce. As a matter of fact, these children are found to have less stereotyped sex behavior, greater maturity and greater independence (Emery, 1995). The developmental stage of the child when the divorce of his parents occurs is predictive of the child’s behavior and reaction towards the situation. An infant or a toddler will not react at all to his parents’ divorce because he can’t still comprehend the situation. However, a preschooler will tend to blame himself as the culprit of his parents’ divorce. Because he feels guilty and fears that the remaining parent may also leave him, he becomes more possessive of his parent (Roseby, 1998). For a young school-aged child, the divorce of his parents gives him a sense of responsibility. He feels that he should bring his parents together again and think of strategies that will make his parents interact in any way (Lansky, 1996). On the other hand, older school-aged children tend to blame one parent and take the side of the other parent. They become anxious and worrisome of the situation which makes them prone to illnesses such as headaches, sleeping disorders, chest pains, diabetes and asthma (Kimball, 1994). The reaction is more deleterious with adolescents who entirely mask their reactions. They switch to other outlets such as peers, sex, alcohol and drugs because they hate being bothered by their parents’ lives (Thompson, 1998). I have a friend named Diane. Fourteen years ago, her parents separated by divorce. Back then, she was only turning three and didn’t know anything about the chaotic situation between her parents. She was left to the custody of her mother while her father was just obliged by the court to provide some financial assistance. Everything went well with this arrangement until she entered primary school where she had greater monetary needs. Unfortunately, her father had another family and was compelled to reduce the money sent to her. This was the reason why her mother was obligated to work in order to support her. Because her mother became busy in her work, Diane was always left with her grandmother whenever she was off from school. It was only through her grandmother that everything regarding her family became clear. She hated the fact that her own mother concealed their broken family from her and would always say that her father is just working in a far away place. She realized that she will never have his father back and that her fantasies of having a complete family would never be real. That time, she began to skip classes in school and whenever she would attend a lecture, she never participates in the recitation. She also failed our exams. I was really worried about the big change in her behavior because she used to be the top student of our class. I just learned about her family problem when she never attended classes for a week and her mother came to our school looking for her. One of our classmates revealed that Diane eloped with her boyfriend. I can’t forget the face of Diane’s mother crying and blaming herself for what had happened to her daughter. After that, I never saw Diane again. The last news I heard about her was that she is living with her mother again. She broke up with her boyfriend but gave birth to a baby boy, who, like her, is a child of divorce. Diane’s story is just one of the millions of stories which we can get from the life of a child from a broken family. In her case, the effects of divorce were appalling because of the lack of effective communication. It would have been better if both her parents explained to her the situation and the reasons why they should have divorce. When Diane learned that her parents were already divorced, she was very frustrated because she fantasized of having a complete family when her father returns from work. She also felt betrayal because her mother never told her what’s real. These extreme negative emotions changed her attitude and made her rebel against the situation. Also, Diane’s mother was very preoccupied in her work that’s why she was not able to keep an eye on the performance of her daughter in school. If only she did, maybe she was able to help Diane solve her emotional problems at an early stage. After all, divorce can really cause a big scar but it doesn’t really have to. References: Bryner, C. L. (2001). Children of Divorce. Journal of the American Board of Family Medicine Practice;14:201–10. Diefenbach, H. and Opp, K. D. (2007). When and Why Do People Think There Should Be a Divorce? http://rss. sagepub. com/cgi/content/abstract/19/4/485. Emery, R. E. and Coiro, M. J. (1995). Divorce: consequences for children. Pediatric Review;16:306 –10. Gallagher, M. (1996). The Abolition of Marriage. Regnery Publishing. Hetherington, E. M. and Stanley-Hagan M. (1999). The adjustment of children with divorced parents: a risk andresiliency perspective. Journal of Child Psychology; 40:129–40. Kelly, J. B. (1998). Marital conflict, divorce, and children’s adjustment. Child Adolescent Psychiatry;7:259 –71. Kimball, G. (1994). How to survive your parents’ divorce: kids’ advice to kids. Chico, California: Equality Press. Lansky, V. (1996). Divorce book for parents helping your child cope with divorce and its aftermath. Minnetonka, MN: Book Peddlers. Roseby, V. and Johnston J. R. (1998). Common developmental threats in high-conflict divorcing families. Child Adolescent Psychiatry;7:295–309. Scanzoni, J. (1965). A Reinquiry into Marital Disorganization. Journal of Marriage and the Family 27: 483–91. Thompson, P. (1998). Adolescents from families of divorce: vulnerability to physiological and psychological disturbances. Journal of Psychosocial Nursing and Mental Health Service;36(3):34 –9.

Research Analysis on No Child Left Behind

Rhetorical Analysis of â€Å"Evaluating ‘No Child Left Behind’† When reading the 2007 article by education expert Linda Darling- Hammond called â€Å"Evaluating ‘No Child Left Behind’†, Darling- Hammond goes into depth and criticizes just how much the No Child Left Behind Act (NCLB) accomplished in five years. The author begins by using a neutral and agreeable tone with how the law was supposed to be â€Å"a victory for American children†. She also genuinely acknowledges that the notoriously known NCLB Act initially brought high hopes for us Americans to have a sophisticated and reformed education system for our children.But almost just as fast as she agrees that the law was intended for good, she gets right to her point that she opposes the law by using much of logos and connects pathos and ethos along the lines. Darling-Hammond uses logos very strongly and acknowledges that the NCLB Act was created to help American children succeed edu cationally. She doesn’t fully bash the law without implementing clear ideas and alternatives as to what the government should consider to do next in order to effectively make our education system stronger after her criticisms’. She asks the rhetorical question, â€Å"What happened? Not only does this tell us that she was baffled with the outcome of what came to be of this law, but that clearly, it took a complete180 degree turn from what she and others thought it would. She says, â€Å" †¦high-profile Republicans are expressing their disenchantment with the NCLB, while many newly elected democrats are seeking a major overhaul as well. † She purposely wrote this to show that many people- regardless of political party- are not in favor of this law. What Darling- Hammond claims is that the NCLB Act backfired and left more negative effects schools than positive ones.She expresses that â€Å"†¦ the law has been protested by more than twenty states and doz ens of school districts that have voted to resist specific provisions. † Clearly stating that despite all these protests, it is still continuing without true positive outcomes or benefits. She is very firm throughout the article and believes that the government must make and appeals to the reader in trying to bring reasonable and realistic options because the â€Å"100 percent proficiency by 2014† is in no way realistic in her opinion and that â€Å"85 to 99 percent† of schools are considered to be failing†. Paying off â€Å"Educational debt† is ultimately the answer in which Darling-Hammond believes will begin to assure that schools are be more â€Å"productive† because there would be more curriculums to be offered and better programs for students. She also believes in â€Å"equal funds† going into all schools-most especially for the schools that need it the most, taking this idea from â€Å"achieving countries† that have succes sfully done this. Throughout the article, Darling- Hammond also expresses pathos, but she does so while still being logical and reasonable.She openly admits the â€Å"NCLB contains some major breakthroughs† and that â€Å"flagging differences in student performance by race and class, it shines a spotlight on longstanding inequalities and could trigger attention to the needs of students neglected in many schools. † By saying this and shortly expressing her short-lived praise for the act, she is absolutely appealing to the reader’s emotion and even giving some of her personal feelings on the law. One of the harsh truths that Darling- Hammond expresses very openly is that the ultimately to her, the real problem in education is racial inequality.She lists and focuses on what â€Å"minority† students do not have that their â€Å"suburban† counterparts do. She writes that in more than twenty- five states, â€Å"low- income students of color â€Å" go t o a school with â€Å"crumbling facilities, overcrowded classrooms, out-of-date textbooks, no science labs, no art or music courses and a revolving door of untrained teachers† all while other â€Å"white† students have all those resources to a point where it is almost unnecessary due to their â€Å"fewer needs†.She reminds us about the unequal and unfair distribution of resources for students of color in America and that unfortunately, problems with race and poverty are still an issue. Darling- Hammond additionally gives off a great understanding of the NCLB Act, as she is a person in the educational field, which makes her extremely credible for talking about this topic. She has also been following the act since President George Bush approved it. She also writes very formally and articulately, but the reader is able to follow along with her points and her suggestions on repealing the act.She also makes a valid point that more money was being spent on the war wit h Iraq than on education. Of course, spending it on education would have been more beneficial for our students because about â€Å"40,00 teachers† would have been able to be â€Å"qualified† due to properly teach students due to â€Å"high-quality preparation. Darling-Hammond’s article on the No Child Left Behind Act shows logic, pathos, and ethos. She is, however, a writer that understands the opposing view and thinks very reasonably and looks at the bigger picture throughout her article.She wants to make it absolutely definite that the reader understands that if we continue with the act the way that we are, â€Å"Students will not learn at higher levels without the benefit of good teaching, a strong curriculum and adequate resources. † It is no secret that our children are struggling with the educational system and something needs to be done about it. Work Cited Darling- Hammond, Linda. â€Å"Evaluating ‘No Child Left Behind' | The Nation. † The Nation 21 May 2007: 1-5. CQ Researcher. Web. 12 Mar. 2013.